A multicultural approach to school guidance and counselling

Abstract:

The purpose of the study was to explore multiculturalism as a "fourth force" position
complementary to the forces of psychodynamic, behavioural, and humanistic
explanations of human behaviour.
In an effort to develop a multicultural approach that could contribute to school counsellor
training, literature on school guidance and counselling and the literature on multicultural
guidance and counselling were consulted.
The major findings of the literature study:
The first part of literature review (Chapter 2) covers a number of aspects that are
essential in school guidance and counselling in contemporary society.
The second part of literature review (Chapter 3) is devoted to multi-faceted aspects of
multicultural education and counselling. Multicultural guidance and counselling forms
the basis of this study.
The empirical investigation was conducted using The Modified Version of the
Multicultural Awareness-Knowledge-Skills Survey.
The findings from the survey were that participants of the study perceived themselves
as being more aware of cultural/ethnic/racial issues that are prevalent and have a direct
impact when people of different cultural /ethnic/racial orientation meet in counselling
situations as evidenced by results on the Awareness Subscale.
As reflected by results of the Knowledge Subscale, the participants, especially college
and university students, showed that they still need training that would promote their
knowledge base in the area of multicultural issues and basic concepts that are prevalent
in their day to day interactions with people of diverse backgrounds (see subsection
5.5.2.).
The most important finding that emerged in this Skills Subscale is the perception that
the participants need training that would enhance their skills and competence in
handling multicultural issues when they engage in guidance and counselling with
students from different cultural/ethnic/racial backgrounds.

Citation:Mulaudzi, Muofhe Petrus (1999) A multicultural approach to school guidance and counselling, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17534>

Files in this item

Copyright Statement

Items in UNISA Institutional Repository are protected by copyright, with all rights reserved, unless otherwise indicated. Items may only be viewed and downloaded for private research and study purposes. Please acknowledge publications according to acceptable standards and norms.